Ann C. Candler

Readability, Interest, and Coverage of 24 Introductory Special Education Textbooks

Twenty-four survey textbooks in special education published from 1974 through 1982 were analyzed with the Flesch formulae to determine levels of readability and human interest. These figures were compared with those found in a similar study dealing with books published from 1970 to 1975. Subject coverage and organization were also analyzed. The researchers conclude that while survey texts are dull and difficult, they are complete in subject coverage. Topics such as severe/profound handicaps, multiple handicaps, early childhood handicaps, and culturally different handicapped children, however, received scant coverage in most books. Some evidence was found that difficulty levels may be somewhat lower today than in 1976. Some books lack adequate author and subject indices and glossaries.

Characteristics of Language Disorders in Learning Disabled Students.

The impact of language disorders in children with learning disabilities is highlighted.

Learning About Learning Disabilities Through General Public Literature Offers practical teaching guidelines for the educational use of general public literature in LD

S ince the birth of the field of learning disabilities, professionals have worked continuously to provide information about these disabilities. Professional organizations, journals, and textbooks offer volumes of information about this area of special education. It is to these sources that professionals in the field of learning disabilities turn for knowledge. However, another source of information exists—general public literature. It is the intent of this article to suggest ways that professionals might utilize general public literature—books about learning disabilities that are available to the general public. These books may be purchased at local bookstores or even in grocery stores, and they are often the sources that laypersons utilize for information. Some are written by individuals with learning disabilities, their parents, and their teachers,others are juvenile books written for children and young adults about characters with learning disabilities. General public literature on learning disabilities merits attention from professionals in learning disabilities for several reasons. First, it provides some insight into the thoughts of the general public about learning disabilities. Successful integration of individuals with learning disabilities into mainstream settings depends, in part, on how they are received by others. Second, professionals may need to devote some attention to disseminating accurate and useful information through this medium. Information offered in some sources is as varied as information available in professional literature. Third, professionals may find these books useful in informing individuals with learning disabilities, their parents, regular educators, and the general public about learning disabilities. General public books provide a very personal view of the everyday lives of persons with learning disabilities. Finally, the books may be used in teaching about the historical background, varied theoretical positions, and family interactions of persons with learning disabilities.

Readability, Interest, and Coverage of 28 Textbooks on Education of Children with Behavioral Disorders.

Analyzed with the Flesch formula for reading ease and interest were 28 textbooks on the education of children with behavioral disorders and/or emotional disturbance. Reading levels were surprisingly low with one book in the “standard, grade 8 to 9” category, 8 in the “fairly difficult, grade 10 to 12” category, and the other 19 in the “difficult, college level” category; 11 of the books were classifed as “dull”, 15 as “mildly interesting”, one as “interesting”, and one as “highly interesting”. Textbook coverage on 25 topics was also analyzed and charted. Great disparity was found in the topics treated by the various authors. Near-unanimous coverage of the topic of behavioral theory was found, while coverage was sparse on the topics of normal development, counter theory, and motivation. Some of the textbooks were found to have inadequate subject and author indices and only 7 of the books contain a glossary.

Relationship of Scores on PPVT—R and WISC—R with Special Education Children and Youth

Comparisons of the Peabody Picture Vocabulary Test—Revised and the Wechsler Intelligence Scale for Children—Revised were made with 104 children diagnosed as learning disabled and mentally retarded. Significant but modest correlations were found between all but one of the WISC—R scaled scores (i.e., Coding) and PPVT—R standard scores, and between WISC—R IQs and PPVT—R standard scores. Significant differences were found among mean Verbal, Performance, and Full Scale IQs and mean PPVT—R standard scores. The PPVT—R standard scores underestimated WISC—R Verbal IQs by 7 points, WISC—R Performance IQs by 17 points, and WISC—R Full Scale IQs by 11 points.